Lesson Plan 3

Lesson Plan 3

Pedagogy-Based Performance Assessment Plan
Teacher Candidate Mr. Ryan Lavine
Cooperating Teacher Mr. James Cattin
School District Medical Lake School District
School Medical Lake Middle School
Grade Seven (7)
University Supervisor
Unit/Subject Reading
Date

Lesson Title/Focus	“What is a Newspaper” Class will begin by having a class discussion on what their idea of a newspaper is and how it could be important to them. Students will review pretend newspaper articles on a worksheet and answer the accompanying questions. This lesson is intended to be introduced, taught and reflected on in one class period (50 minutes). There may be a follow-up reflection during a comprehensive review.
Prerequisites	· Students have the ability to comprehend basic English. · Students have the ability to read and comprehend basic text. · Student have the ability to write basic English · Students have been assessed and are sitting where necessary to see/hear all instruction/discussion in class
Learning Targets/ Objectives	At the finish of the lesson, the students will be able to state on their worksheet the importance of newspapers and identify the main sections, the ‘5 Ws’ (who, what, where, when, why & how) as well as answer other pertinent information regarding the provided pretend-articles and how they may apply it to their lives now and in the future.
EALRs & GLEs	EALR: 1. The student understands and uses different skills and strategies to read. Component: 1.1. Use word recognition skills and strategies to read and comprehend text. EALR: 3. The student reads different materials for a variety of purposes. Component: 3.1. Read to learn new information. Grade Level Expectation: 3.1.1. Evaluate appropriateness of a variety of resources and use them to perform a specific task or investigate a topic. EALR: 3. The student reads different materials for a variety of purposes. Component: 3.2. Read to perform a task. Grade Level Expectation: 3.2.2. Apply understanding of a variety of functional documents.
Assessment Strategies	After introducing the assignment and related worksheets, the teacher will hold a question/answer session to be sure students understand the task assigned. (Large Group Participation) The teacher will then assign student into cooperative pairs using one of many pairing methods to complete the handout together (reading material is included in the handout). Each student will have their own handout to turn in, but are allowed to work in assigned pairs to complete the worksheets. The assignments will be turned in when completed (most if not all should be in by the end of the class session). (Paired Group Participation, Question/Answer Worksheet) With 10 minutes to spare before the bell, the students will reconvene as a class and the teacher will guide the class in discussion. (Large Group Participation) There are 24 questions on the assignment. The assignment will be corrected with a point value of 1 point per question. Students will be observed by the teacher throughout the process earning participation points for 2 categories: large group (class) participation and paired group participation. 24 Points for question/answer worksheet 1 Point for name and date 5 Points for participation 30 Points Total
Grouping of Student for Instruction	During the introduction and question/answer period, the students will be sitting individually at their assigned desks. The worksheets will be passed out and then the teacher will assign the students into pairs. The students may then choose to sit in any location that has been predetermined by the teacher and made known to the student (i.e. classroom, hallway, outside).
Learning Experiences	Introduction At the beginning of the reading class, the teacher and students will discuss newspapers (and perhaps watch a short informational video on how they’re made). Topics for discussion may be importance, daily use, sections, etc. The accompanying worksheet will be the reading assignment for the day. Questions · What is a newspaper? · What can we learn from a newspaper? · Why are they important? Learning Activities Students will be handed a 5 page handout that briefly discusses what a newspaper encompasses through text sections and pretend articles/advertisements. Included in the handout are questions about the texts, articles and advertisements. Through the questions, the students will learn how stories are written and what is most important both them and the newspaper. There are many questions that are asked with the focus on helping the student glean from the text and develop an opinion (i.e. Why are newspapers still important to people?). Closure With 10 minutes to spare before the bell, the students will reconvene as a class and the teacher will guide the class in discussion. Topics will include what they learned as a result of the assignment, what their opinions were on the newspaper and how the newspaper can help them in their daily lives in the future. Independent Practice This assignment was designed to be completed in pairs; there will be no additional assignment for this piece and no additional homework assigned.
Instructional Materials	· Newspaper · Short educational video · Worksheets (aka handout) · Whiteboard · Whiteboard markers · Pens/Pencils · Computer w/ audio · Projector · Projector Screen
Procedure	Before the Lesson · Make appropriate copies · Prepare video Beginning · Introduce the lesson on newspapers · Class discussion on newspapers · Video on how newspapers are made · Teacher will pair students up and hand out assignment During · Students pair up and work on worksheet · Teacher will make themselves available to answer student questions throughout this time. After · Class discussion on what was learned, opinions of the material
Differentiated Instruction	In the event that some student pairs should finish their assignment before the class as reconvened as a whole, they may sit and read actual newspapers provided to them to get a feel of how their assignment may be used in their daily lives.

THE END

RATIONALE TO FOLLOW



Pedagogy-Based Performance Assessment Plan
Teacher Candidate Mr. Ryan Lavine
Cooperating Teacher Mr. James Cattin
School District Medical Lake School District
School Medical Lake Middle School
Grade Seven (7)
University Supervisor Dr. Laurie Schmidt
Unit/Subject Reading
Date 26 June 1981

RATIONALE

	LEARNING TARGETS
How do the learning targets relate to the EALRs, state learning goals, district goals, school goals and/or classroom goals?	The learning targets (objectives) are directly related to the EALRS. The lesson is designed for students to continue to develop comprehension of text through discussions and independent writing activities.
How do the learning targets relate the previous and future lessons (explain or provide a unit plan)?	These targets build on previous knowledge of the thinking strategies of predicting, questioning, and inferring used before, during and after reading. These targets are essential for students to build comprehension skills in reading.
How do the learning targets incorporate a multicultural perspective?	The targets incorporate a multicultural perspective by working cooperatively together in pairs, small groups and whole class discussions about different cultural perspectives.
Why are the learning targets appropriate for all the students in the class (highlight any modifications for individual students)?	The learning targets are appropriate for all the students in the class. Every student is capable of respect and participating physically in all the activities. Modifications have been made on the activity sheet for those students that have trouble with their small motor skills for writing and/or are ELL students.
	ASSESSMENT STRATEGIES
How does the strategy accommodate students at different developmental or achievement levels?	This strategy of teaching will accommodate students at different developmental levels by giving them opportunities to work in heterogeneous groups. The students will be assessed in a variety of ways such as individually, within pairs, and as a whole class. This gives each individual many opportunities to express what they have learned throughout the lesson.
How does the strategy respond to differences in students' cultural and linguistic backgrounds?	This strategy will accommodate different linguistic and cultural backgrounds by using a mentor text that will provoke discussion about students' different perspectives. They will be using a variety of strategies to express their perspective, such as oral and written.
	LEARNING EXPERIENCES
How have you demonstrated your understanding of students' cultural backgrounds, ethnicity, first language development, English acquisition, socioeconomic status (SES), and gender?	Culture will be celebrated and respected during discussion times and share time within the classroom. All ideas will be equally acknowledged and will add to how each student is able to connect to and make meaning of the mentor text.
How do the experiences accommodate the learning needs of students with disabilities or 504 students?	Students with special needs will be accommodated as needed with appropriate individual consideration.
How do the experiences incorporate multicultural perspectives?	Multicultural perspectives will be integrated in the whole group discussions as students share their ideas with the whole class, as well as in their small discussion groups.
How do the experiences stimulate student problem solving and critical thinking?	The lesson requires the students to work cooperatively in pairs or groups to talk about the lesson and make meaningful connections to it. It will require respectful student participation, listening skills, and the use of the thinking strategies to interpret the text.
How do the experiences create an inclusive and supportive learning community?	Working together during discussions in whole class and small groups, and sharing ideas during help students to learn within a supportive and inclusive learning environment.
Describe the research base or principles of effective practice that form the basis of the learning experiences.	This lesson is designed for students to continue to use previous knowledge of reading strategies (questioning, inferring, predicting) to make meaningful connections to the lesson.
	FAMILY INTERACTIONS
Describe your plan for collaboration with families to support student learning.	In the bi-weekly newsletter sent home to parents, the teacher will include a list of lessons we plan on using in discussions and as part of this unit. The teacher will also explain the purpose of the texts and how the material will provide topics for discussion. Students and families will be invited to bring ideas relating to the lesson material from home for students to share with the class that relate to their and encouraged to talk about the topic at home.